Promoting Lifelong Games Players: Teaching Sport Concepts & Skills via a Tactical Games Model

Linda L. Griffin, Ph.D.University of Massachusetts

Amherst, MA, USA

Presentation prepared for the 2002 Busan Asian Games Sport Science Congress at Dong-A University,

Busan, South Korea

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Today I will present the . . . Rationale for a tactical games model Features of the model Teaching and learning considerations Major assumptions of the model Guidelines to get started

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Rationale for a Tactical Games Model Interest & excitement

Learning through games not about games Knowledge as empowerment

Uniqueness of games lies in decision making

Transfer of understanding & performance across games

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Features of a Tactical Games Approach Games classification system Game frameworks Levels of tactical (game) complexity Game performance assessment Tactical model

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Games Classification System

GolfCroquetBowlingBilliards

SoftballBaseballRoundersCricketKickball

BadmintonTennisPickle BallVolleyball

HandballBasketballSoccerField HockeyLacrosseRugbyFootballUltimate Frisbee

TargetField/RunScore

Net/WallInvasion

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Game Frameworks Games share the same tactical

problems within a classification Soccer, basketball, lacrosse

Different on-the-ball skills Different off-the-ball movements

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Tactical Problems—Invasion Games

Scoring (offense) Maintaining possession of the ball Attacking the goal Creating space to attack Using space in attack

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Tactical Problems—Invasion Games

Preventing scoring (defense) Defending space Defending the goal Winning the ball

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Tactical Problems—Invasion Games

Restarting play Throw-in--attacking and defending Corner kick--attacking and defending Free Kick--attacking and defending

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Slice of the Soccer Framework

•Shooting, shielding, turning

Using a target player

Attacking the goal

•Passing--short & long•Control--feet, thigh, chest

Supporting the ball carrier

Maintaining possession of the ball

SkillsMovementsTactical ProblemScoring (offense)

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Levels of Tactical Complexity Helps the teacher match tactical (game)

complexity to the developmental level of the students Progressions

Cooperative to competitive Simple to complex Individuals to large groups Modifying secondary rules

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Tactical Complexity--Level ISoccer

•Throw-in•Short kick

Restarting Throw-inCorner kick

•Pass and control--feet

•Shooting

Maintaining possession of the ball

Attacking the goal

Level ITactical Problem Scoring

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Tactical Complexity--Level IVSoccer

•Far post•Defending

Restarting Corner kickFree kick

•Crossover

•Depth—timing of runs

Creating space in attack

Using space in attack

Level IVTactical Problem Scoring

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Game Performance Assessment

Assessment should be . . . Ongoing part of instruction Authentic & align with instructional objectives In all domains but specifically psychomotor

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Game Performance Assessment

Game Performance Assessment Instrument(Griffin, Mitchell, & Oslin, 1997)

Team Sport Assessment Procedure(Grehaigne, Godbout, & Bouthier, 1997)

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Teaching Games for Understanding Model (Bunker & Thorpe, 1986)

1. Game

Learner

2. Game Appreciation

3. Tactical Awareness

4. Making Appropriate

Decisions

What to do? How to do?

6. Performance

5. Skill Execution

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Tactical Games Model(Griffin, Mitchell & Oslin, 1997)

1. Game or Game Form

3. Skill Selection & ExecutionHow to do it?

2. Tactical AwarenessWhat to do?

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Lesson Sequence Tactical Problem Lesson Focus Objective

Game Q-A segment Situated practice Game

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Example Soccer Lesson Tactical Problem: Maintaining possession of the

ball Focus: Passing & receiving balls on the ground

with inside of foot Objective: Accurate & firm short passes Use one touch to control & set up for next move

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Example LessonInitial Game

3 v 3 Goals:

5 consecutive passes Conditions:

30 by 20 playing area possession game

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Possession Game A

B A 0

B B

A

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Example LessonQ&A

What is the goal here? How can your team keep the ball?

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Example LessonSituated Practice

Partner (or triad) practice approximately 10’ apart pass & control (stationary & moving)

Goals-- One touch to control & set up for the next pass Firm & accurate passing with inside of both

feet

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Example Lesson Final Game

3 v 3 Goals:

Quick control & setup Firm & accurate passing Keep heads up for vision Score in small goal

Conditions 30 by 20 playing area narrow goal no goalkeeper

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Teaching & Learning Considerations Mixed teaching methods Questions matter

Time“When is the best time to . . . Space “Where is/can . . . Risk “Which choice . . .

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Games Classification

Transfer of Learning

TACTICAL PROBLEMSScoring Preventing scoring Restarting play

Solutions of Tactical ProblemsDecisions Skills Movements

Assessment of LearningPsychomotor Cognitive Affective

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Getting Started

Check your beliefs about games teaching Pick sport with strong content knowledge Establish rules, routines & expectations for

a tactical games approach Think game-like Change for you is change for your students Find company

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Games Teaching Continuum

Skill-based Game-like Tactical Games

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Getting Started

Check your beliefs about games teaching Pick sport with strong content knowledge Establish rules, routines & expectations for

a tactical games approach Think game-like Change for you is change for your students Find company

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Getting Started

Check your beliefs about games teaching Pick sport with strong content knowledge Establish rules, routines & expectations for

a tactical games approach Think game-like Change for you is change for your students Find company

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Getting Started

Check your beliefs about games teaching Pick sport with strong content knowledge Establish rules, routines & expectations for

a tactical games approach Think game-like Change for you is change for your students Find company

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Getting Started

Check your beliefs about games teaching Pick sport with strong content knowledge Establish rules, routines & expectations for

a tactical games approach Think game-like Change for you is change for your students Find company

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Game-like PracticeVolleyball Triad Forearm Pass

1 P P T 2 S

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Getting Started

Check your beliefs about games teaching Pick sport with strong content knowledge Establish rules, routines & expectations for

a tactical games approach Think game-like Change for you is change for your students Find company

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Getting Started

Check your beliefs about games teaching Pick sport with strong content knowledge Establish rules, routines & expectations for

a tactical games approach Think game-like Change for you is change for your students Find company

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